American Literature periods 4 and 5

Today, you continued to read a story-- Ordeal by Cheque. You will also begin reading an article from a college text entitled, "How to Be An Active Reader." While you read, you will record your reactions to Ordeal by Cheque and The Article.  What does it mean to read? How did you make sense of the text? as well as the main idea of sections or segments, your questions, and connection using an online tool called Padlet.  Here is an unfinished example.  You will sign-up for Padlet, select a background that is clear and appropriate and while reading, you will record and create at least 14 posts in reaction and response to our text.
2. You will also finish your SOAPS and academic response to your Song, Film or TV Show.

TQRP English Language Learner Pre-Assessment Link

Hi there! Please take this short 10 question assessment about English Language Learners and Language Acquisition. I promise-- we will review the answers!
English Language Learners Survey

TQRP Homework

Dear TQRP Participant: Check the "period" or session # below for your homework.  You must upload/email it to MSLRGUY@GMAIL.COM by 9:00 AM on Wednesday, August 1, 2018.

Session #3: Read both the scenarios on Marisol and Miguel. For each scenario, identify the students strengths; weaknesses/opportunities and what you would do to bolster their achievement both ACADEMICALLY and DEVELOPMENTALLY/Socially. Remember, learning a language is a socio-emotional, psychological process and NOT just a linguistic one!

Session #2: We began reading the article, "Changing Course for Long Term English Language Learners". Finish reading the article then respond: (Again):
--How does Marisol transition or turn into Miguel? Use evidence from the article, hint, hint....
--What techniques/strategies can students get so that they WILL NOT transition into Miguel (that is Long Term English Learners)? 
--What is Academic Language and how is it different from "casual" Basic Interpersonal Communication?
2. Explore the handouts on my blog. Then write down the name of one handout or activity that you found that you liked, and how you would use it in your classroom or in the future!

Session #1. Same as session #2 above--simply begin reading from, "What is a long Term English Learner?" on page 30 to page 31--the end.  Then complete all the activities for Session #2

Who Are The English Learners?

1st session Link: https://goo.gl/forms/yq0XpAgAIWFdqkal2

English Ten B Reflection on Memoir

1. What did you learn about the process of revision by reading your Memoir out loud?
2.  What score would you give your memoir based on the Autobiographical Rubric I gave you? Why? If you are between two levels, give yourself a .5 so for example, if you feel you are between a 3 and a 4, you would give yourself a 35 (3.5)
3. What things do you need to do to move your memoir up the rubric? What can you do at this time?
4. If there was no word limit or suggestion, which paragraph is the best?

Turn in this reflection.
Now, today, you will revise and resubmit your memoir, even if only your first paragraph or the paragraph that needs the most revision and work.

English Ten A/B

Which of the following TechTools would you like your teacher to use in your class? Take 6 minutes or so to browse, and then ten minutes to learn more and try out, if possible, one of the following Educational Technology Apps. Then write a letter to your next years teacher arguing for use of one or more of the apps in their classroom. Here is the link: The Ultimate List of Educational Digital Learning Tools

When finished, complete the Exit Slip as proof of your learning.

Period 1 Homework: Read 15-20 or ore pages of your novel and complete Reading Reaction Record

Period 2 Homework: Finish reading Two Kinds by Amy Tan. Link found here: https://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/319/TwoKindsfulltext.pdf
Then complete your SOAPS.  Continue reading your Summer Reading Text.

Agendas for Periods 1 and 2 June 28, 2018

   Agenda for English Ten A/B. Be sure you sit in your Assigned Seats! Helpers: Rodrigo; Janee; Nyla; Yannet. Period 2 Helpers: Cecilia; Jose; Zareah; Abraham

1.      1. Silent  Sustained Reading of their Summer Reading Novel 15 minutes

2.       Activity of Your Choice: I have them either: Write a Summary of their Reading or Complete A Somebody Wanted But So or Story Frame of their reading. See Handouts on Desk.

3.       Verb of the Day: Contrast. Please say this with the students. We say the verb  out loud, then do the Verbal Practice with Seat Partners; then the writing practice and academic paragraph on the back. See Handout.

4.       Additional Verb Practice (See Handout)

5.       Comprehension Check: Allow students to discuss and complete questions 1-7 in pairs before continuing “The Cold Equations”

6.       Continue Reading the Short Story, “The Cold Equations”. The Class is Reading the Short Story The Cold Equations.  The story is also cued up on the large computer. Simply click the pause button and the audio will begin where we left off.

7.       Throughout the story, feel free to check students comprehension by stopping the audio and asking them questions about the short story.

8.       If you finish the story in class have them write: a 1 page reaction to the story.  They should describe how they feel about Marilyn, her “breaking the rules”; the penalty; Barton, and how Marilyn’s character changes.  Are there any examples in today’s society where the penalty for breaking the rules is so severe? Discuss.

9.       Last 5-7 minutes of class, you may choose to collect the Chromebooks.

English 10B

A Note: Three students: Abraham; Eireunna; and Rodrigo have the class both first and second period. For this reason, your lessons should be different for period one and two.

 1.       Silent Sustained Reading of their Summer Reading Novel (2 students borrow books—Rodrigo and Jaysean).  15 minutes.

2.       Students select a passage and create a Reading Reaction Record (see Handout) based on their reading.

3.         Identifying Imagery in the Narrative Essay, “Two Kinds” by Amy Tan. Students work to identify three examples of the five types of Imagery using the Short Story, “Two Kinds”

4.       Students work in pairs to complete the SOAPS Sheet based on the handout, “Two Kinds”. They may work together but each student will submit a SOAPS sheet to you.

5.       For the last 30 minutes of class, students will continue revising their Autobiographical Narratives of their Six Word Memoirs.  They will need to use the Chromebooks to type and revise.  I allow them to listen to their headphones while typing.